이 연구에서는 적정기술 주제의 설계과제를 제시하고 이를 팀 프로젝트를 통해 수행하는 중학교 과학영재교육 프로그램을 개발하고 대학부설 과학영재교육원 학생 19명에게 적용하여 효과를 측정하였다. 프로그램 도입 후 융합에 대한 태도 검사 점수는 통계적으로 유의한 향상을 보였으며, 이와 관련된 프로그램 요인으로 ‘명시적 상황제시’와 ‘융합적 사고가 요구되는 설계 활동’, 그리고 ‘활동 과정에서의 자율성 확보’가 학생들의 융합에 대한 태도의 변화와 연관이 있음을 관찰하였다. 또한 프로그램 도입 후 리더십 검사 점수는 통계적으로 유의한 향상을 보였으며, 이와 관련된 프로그램 요인으로 ‘공동체적 가치의 내면화’, ‘설계 과제의 현장성’, 그리고 ‘단기 집중 팀 프로젝트 활동’이 도출되었다. 프로그램 적용 후 학생들의 적정기술의 의미에 대한 인식은 ‘자신과 분리된 타인에 대한 원조’로부터 ‘공감을 통한 타인과의 적극적인 연결’로 전환되었다. 이러한 결과를 통해 중학교 과학영재 수업에 효과적으로 활용될 수 있는 프로그램으로서의 적용 가능성과 함께 프로그램의 구체적인 개선점을 확인할 수 있었다.
In this study, we developed a middle school science-gifted education program that introduce design task about appropriate technology, performed through team project activity. We evaluated the effectiveness after application to 19 students in a university-attached institute of education for the science-gifted. As a result, post-test scores on ‘Attitude toward convergence’ show statistically significant improvement over pre-test scores. Relational factors of this result are ‘suggestion of specified situation,’ ‘design activity that need convergence thinking,’ and ‘ensurance of autonomy in learning activity.’ The post-test scores on ‘Leadership test’ show statistically significant improvement over pre-test scores. Relational factors of this result are ‘internalization of communal value,’ ‘authenticity of the design subject,’ and ‘concentrated short-period team project activity.’ After this program, recognition about the meaning of appropriate technology of students changed from ‘assistance to others separated from self’ to ‘active connection to others through sympathy’. From these results, we could check the applicability as a program available for middle school science-gifted classes and specific improvements of program.
In this study, we developed a middle school science-gifted education program that introduce design task about appropriate technology, performed through team project activity. We evaluated the effectiveness after application to 19 students in a university-attached institute of education for the science-gifted. As a result, post-test scores on ‘Attitude toward convergence’ show statistically significant improvement over pre-test scores. Relational factors of this result are ‘suggestion of specified situation,’ ‘design activity that need convergence thinking,’ and ‘ensurance of autonomy in learning activity.’ The post-test scores on ‘Leadership test’ show statistically significant improvement over pre-test scores. Relational factors of this result are ‘internalization of communal value,’ ‘authenticity of the design subject,’ and ‘concentrated short-period team project activity.’ After this program, recognition about the meaning of appropriate technology of students changed from ‘assistance to others separated from self’ to ‘active connection to others through sympathy’. From these results, we could check the applicability as a program available for middle school science-gifted classes and specific improvements of program.
